Valuable Resources for Framework
The author, Cary Sneider, was Design Team Lead for the engineering part of the Framework and has valuable insights to help teachers understand how to implement this more robust requirement f... See More
The author, Cary Sneider, was Design Team Lead for the engineering part of the Framework and has valuable insights to help teachers understand how to implement this more robust requirement for the inclusion of engineering. Sneider explains the 'why', but more importantly the 'how' for incorporating more engineering practices without having to completely re-write our curriculum.
This is is a MUST read!
This article, the second in a series of articles being released by NSTA in their Journals, is an overview of Chapter 3 in A Framework for K-12 Science Education: Practices, Crosscutting Con... See More
This article, the second in a series of articles being released by NSTA in their Journals, is an overview of Chapter 3 in A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (NRC 2011). It briefly discusses questions that teachers are beginning to ask about, such as; 1) How does the Framework define science, engineering, and technology? 2) What are the core ideas of Chapter 8? 3) Why is there increased emphasis on engineering and technology? 4) Is it redundant to have engineering practices and core ideas? 5) Do we need to have special courses to teach these core ideas? 7) Will teacher’s need special training? And 8) What will it look like in the classroom? Further into the article, each question is answered from four grade level groups; 1) By the end of the second grade, the student …, 2) By the end of the fifth grade, the student …, 3) By the end of the eighth grade, the student …, and 4) By the time they graduate from high school, the student … In the final paragraphs of the article, Sneider voices what he feels may be the greatest challenges to integrating engineering and technology into the curriculum. An excellent article to read and highlight.